Appropriate use of information at the secondary school level: Understanding and avoiding plagiarism

McGregor, Joy; Williamson, Kate

doi:10.1016/j.lisr.2005.08.007

Cited by 15 publications

(11 citation statements)

References 9 publications

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“…Unlike previous studies by Bowers (1964), McCabe andTrevino (1997), andCummings, Maddux, Harlow, andDyas (2002), which simply sought to determine the extent of the problem and which subsumed plagiarism within the very broad umbrella of academic dishonesty, this study showed that an impact can be made on student capabilities and that it can be done in a targeted fashion. Perhaps more significantly, other authors such as , Auer andKrupar (2001), andMcGregor andWilliamson (2005) have all already gone further by illustrating the kind of general confusion that exists among undergraduates (particularly with regard to proper paraphrasing and citation). Like the study by Landau, Druen, and Arcuri (2002), which shows that students can improve their skills when given constructive feedback, this study shows that instruction of almost any kind improves skills in this area of very obvious deficiency.…”

Section: Secondary Findingsmentioning

confidence: 99%

“…Auer and Krupar (2001), in their comprehensive discussion and literature review of the problem of "mouse click plagiarism," state that "some students do not know what plagiarism is or, if they know that it is wrong, they do not understand at what point using sources passes into plagiarism" (418). McGregor and Williamson (2005), in a qualitative study involving seventeen high school students, discovered that students who were very capable in defining plagiarism still had problems in understanding its application.…”

Section: Academic Dishonesty and Plagiarismmentioning

confidence: 99%

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The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

Moniz

Fine

Bliss

2008

College & Undergraduate Libraries

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To improve students' functional understanding of plagiarism, a variety of approaches was tried within a comprehensive information literacy program. Sessions were taught as a "module" inside a required communications skills class at a private university. Approaches taken included control, direct-instruction, and student-centered sessions. Students were taught content and definitions regarding plagiarism, what circumstances or instances constitute plagiarism, where to go for help in avoiding plagiarism, and what constitutes appropriate paraphrasing. Pretest and posttest scores indicated that no approach performed significantly better than the others; however, even though students improved across all methods, they nonetheless showed the need for more hands-on practice.

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Section: Secondary Findingsmentioning

confidence: 99%

Section: Academic Dishonesty and Plagiarismmentioning

confidence: 99%

The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

Moniz

Fine

Bliss

2008

College & Undergraduate Libraries

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“…This paper adopts the general definition accepted by academics from a wide range of approaches (Yeo and Chien, 2007) that is, plagiarism involves the unauthorized use of ideas, texts and graphics extracted from a particular source without giving credit to the original creators (Elander et al, 2010;Smith et al, 2007;Yeo and Chien, 2007). Often defined institutionally rather than legally (Yorke et al, 2009), plagiarism is equivalent to stealing intellectual property (McGregor and Williamson, 2005).…”

Section: Plagiarismmentioning

confidence: 99%

Exploring junior secondary students’ plagiarism behavior

Yeung

Chu

et al. 2016

Journal of Librarianship and Information Science

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Inquiry project-based learning is a contemporary focus area in curriculum development around the world. This new learning approach requires students to locate appropriate information from various sources in order to satisfy their information needs under strict anti-plagiarism requirements. However, technological advancement inadvertently allows convenient plagiarism opportunities. Students must learn how to enhance their academic integrity and not to copy information directly from readily available sources like the Internet. This study investigated junior secondary students’ standard of academic integrity. Data was collected through information literacy tests, plagiarism checks on student group projects and structured interviews. Poor information literacy and language abilities were found to be potential factors behind poor academic practice, and academic integrity teaching proved to be largely effective. Therefore, related teaching should be further included in the school curriculum starting at the junior secondary level. Including a statement of academic honesty as part of school policy could also heighten students’ awareness of academic integrity and bring about plagiarism-free learning to actualize genuine education.

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“…As mentioned above, these techniques include interviews, either with individuals and/or in focus groups, questionnaires, observation, and examination of documents. In some studies (for example, McGregor & Williamson, 2005;Williamson, 1997), all or most of these techniques were used. With other studies, only one or two techniques have been used, in which case the study is discussed not as an ethnography but as a study using an ethnographic technique or techniques.…”

Section: Examples Of Constructivist Research Using Ethnographic Technmentioning

confidence: 99%

Research in Constructivist Frameworks Using Ethnographic Techniques

Williamson¹

2006

lib

Self Cite

105

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This article discusses the undertaking of research using a constructivist philosophical framework and ethnographic techniques, which can include individual interviews, focus groups, observation, and questionnaires. It begins with a broad overview of social sciences research philosophy, discussing both positivism and interpretivism, before moving on to focus on the constructivist paradigm, which comes under the interpretivist umbrella. The section on ethnography follows and includes sampling, data collection techniques, and data analysis. Examples from the author's work are used to illustrate both philosophy and method. They are from the author's studies of the information-seeking behavior of, fi rstly, women with breast cancer and, secondly, online investors. IntroductionThis article discusses not only a research method, ethnography, and the techniques that are commonly associated with it but also the philosophical framework in which the method can be situated. It begins with a broad overview of social sciences research philosophy and moves on to discuss the constructivist paradigm specifi cally before detailing ethnographic method and techniques and providing examples from the author's work. Philosophical Traditions of Research in the Social SciencesIn the broader context of research theory in the social sciences, there are two major philosophical traditions--positivist and interpretivist (sometimes

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Appropriate use of information at the secondary school level: Understanding and avoiding plagiarism

Cited by 15 publications

References 9 publications

The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

The Effectiveness of Direct-Instruction and Student-Centered Teaching Methods on Students' Functional Understanding of Plagiarism

Exploring junior secondary students’ plagiarism behavior

Research in Constructivist Frameworks Using Ethnographic Techniques

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